新世纪大学英语综合教程第二册教案(全套)

Unit 1

Ⅰ.Teaching objectives

Students will be able to:

understand the main idea, structure of the text and the author’s writing style

master the key language points and grammatical structures in the text consider that “generation gap” as a common phenomenon between parents and children

Ⅱ.Topics for discussion

Whom do you go for help when you are in trouble, your father or your mother? Why?

What is your opinion on “generation gap”? Do you think there is generation gap between you and your parents? How to bridge the gap?

Consider the deep reason of generation gap.

Ⅲ.An integrated analysis of Text 1

Highlights

As a reminiscent writing the text tells of how the author’s newborn baby bridges the gap between her father and herself as he generation gap

between her father and herself has existed for so long a time. By telling

the reader how the gap disappears the author intends to display that the

permanent love between parents and children.

Structural analysis of the text and language points

The text can be divided into five parts.

Part One: (Paragraphs 1) As an introduction, the first paragraph supplies the basic information for the whole story.

The following questions could be asked:

1)1)how did the author feel about her trip to Hawaii?

2)2)How could you describe the relationship between the author and

her father/

Part Two: (Paragraphs 2-4) The three paragraphs elaborate on how their problems arose from their different personal preferences and how

these differences have developed into a kind of “cold war”(silence). It is a

flashback into the author’s early years.

The second paragraph lists a number of her father’s unreasonable demands in her childhood and adolescent time. The third paragraph is about her option of college and marriage against her father’s will. The fourth paragraph describes the result of their clashes—they are both psychologically and physically set apart.

The following questions could be asked:

1)1)Would you please find out what particular demands the father put

on the author?

2)2)How did the father express his disapproval?

Part Three: (Para. 5-6):In paragraph 5 the author recalls her childhood when she enjoyed her father’s profound love. This recall is

important, because it only shows the father is capable of parental love, but

also suggests the author’s yearning to turn the clock back and be her

father’s little daughter again.

Paragraph 6 returns to the present moment when, after long years of estrangement, the author cannot but wonder whether her father will extend his love for his “little daughter” to his crossbred grandson.

The following questions could be asked:

1) Is the author prepared for the worst?

Part four: (Para. 7-13):These paragraphs concern about the author’s observation about the initial reaction of her parents in their

reunion, and the father’s affection for his grandson is described in

paragragh10-11, the next two paragraphs come to be aware of her

father’s real state of mind and re aders can naturally expect the tension to

m e lt slowly during the rest of the author’s stay.

Part five: (Para. 14-15):These two paragraphs serve as a conclusion of the story. The author depicts the profound emotional

attachment between her father and her son in the following years—their

companionship in the plays and the old man’s frequent visits to New

York

The following questions could be asked:

What does it mean by “…trailed by a different, bouncing shadow”?

Ⅳ.Language points

Apprehension

1)anxiety about the future, expectation of something unpleasant

E.g. We waited for their with a great of apprehension.

2) apprehensive adj.

E.g. I must admit that before my baby was born I was apprehensive about

motherhood

Stern

1)serious, strict, severe

E.g. the college principal was a stern old Scotsman called Mr. Fraser.

2)sternly adv.

E.g. When she did not answer he said sternly and coldly, “Do you understand

me?”

Feminine

typical of a woman, especially in a way that is graceful or attractive

E.g. Nowadays many women rejected the old feminine roles of wife and

mother.

E.g. “How did you know I was lying?”

“Call it feminine intuition”

Mingle

To mix so as to form an individual whole, while keeping separate qualities

E.g. As I spoke his expression was one of amazement mingled with fury.

E.g. She mingle tradition and originality in her design.

Follow in someone’s footstep

To follow an example set by someone in the past

E.g Charles’s children will follow in his footst eps and go to the same school

Marry into(a family or a social class)

To become a member of a certain family or social class by marriage

E.g. The only reason Camilla has so much money is that she married onto the

aristocracy.

Subsequent

1) following or happening after

E.g. In subsequent lessons the teacher made clear what she had said at the

beginning.

2) subsequently adv.

E.g. They started their research using a method which was subsequently

proved to be unsatisfactory.

Estrangement

1)causing (esp. people in a family) to become unfriendly towards each other.

E.g. His estrangement from his brothers and sisters made his wife and

children.

2)estrange v.

E.g. Steve became increasingly estranged from his wife and children.

Flood

To arrive at (in) large numbers

E.g. Requests for information flooded in after the advertisement.

E.g. Tourists flooded into the city.

Tiptoe

To walk on tiptoe to avoid making any noise

E.g they tiptoed from room to room, afraid to speak above a whisper.

Gleefully

In such a way as showing great joy and satisfaction

E.g. The children are playing gleefully in the garden

Uniform

1)the same or consistent, as from example to example or from place to place;

constant

E.g The are-conditioning system maintains a uniform temperature throughout

the building

2)uniformity n.

E.g. most modern housing developments show a tedious uniformity of

design.

Ⅴ. Questions for consideration

How to bridge the generation gap between parents and children?

Ⅵ. Main idea of Text 2

The writer used to be very much attached to her mother, who, she thought, was the one to hold them together. Assuming no one could ever replace her mother after her death, the writer found, little by little, to her surprise, that she and father had more in common than she had ever imagined. And her father’s deep love for her made her realize that he had become her new Mum. From the whole story we know that the writer’s father is a devoted husband and a fond father w ith a lovely sense of humor. He was also sentimental, sensitive and understanding.

Topics for discussion:

1)1)What kind of man is the writer’s father?

2)2)Explain the title “My New Mum Is …My Dad”.

3)3)Whom are you more sentimentally attached to, your father or your

mother? Why?

Unit 2

I.Teaching objectives

Students are supposed to:

grasp the author’s purpose of writing and make clear the structure of the whole passage through an intensive reading of Text 1.

appreciate the fluid and sensual writing style and master the key language points and grammatical structures in the Text 1

know how a good relationship between teachers and students build

II.Topics for discussion

Ha ve you ever been in a situation where you were considered “different”

from others? How did you feel?

Who is your favorite teacher? What do you remember him/her for?

What qualifications do you expect of a good teacher?

III.An integrated Analysis of Text 1

Highlights

The teacher’s general impression about the student named Teddy was not so good, while the turning point of the whole story is a Christmas present given to the teacher by Teddy, it made the teacher moved so much. The teacher gave special care and encouragement to Teddy, which changed his study and life a lot. This text is to tell the readers how a teacher’s attitude towards a pupil can affect his/her life.

Structural analysis of the text and language points

The passage can be divided into five parts.

Part One: (Paragraphs 1-5) The first three paragraphs describe Mrs.

Thompson’s initial unpleasant impression about Teddy. This impression comes from her contact with the boy(“slumped in the his seat”) and her pervious observations (“his clothes were unkempt and that he constantly needed a bath. And teddy was unpleasant”).

Mrs. Thompson promises to love them all the same, and treat them all alike, but as is proved later, it is not true. She does not like Teddy at first, but she gives particular care and attention to him.

In paragraph 4and 5, Mrs. Thompson’s impression is confirmed by Teddy’s school work during the first few months.

Part Two: (Paragraphs 6-8) These paragraphs tell the readers what Mrs.

Thompson learned from Teddy’s records.

The three teachers’ comments on Teddy present a picture of Teddy’s gradual change: “…he is a joy to be around”, “…his home life will soon affect him…”, “Teddy is withdrawn… He is tardy and could become a problem.”

Mrs. Thompson was somewhat surprised when she read Teddy’s file, she realized she had the duty to do something about it.

Part Three: (Para. 9-12): Here we come to the most important part of the story, because what happened before Christmas prompted Mrs. Thompson to do something for Teddy. The students began to laugh when their teacher opened the present given by Teddy, because they thought the present was ugly and worthless. Mrs. Thompson knew that the other kids’ laughter could hur t Teddy, and she put on the bracelet and dab some perfume on her wrist in order to show that she liked Teddy’s present. She was deeply touched by Teddy’s words and the way he uttered them, which made her realize how desperately the boy needed love and care his mother used to give him.

Part Four: (Para.13-14):These two paragraphs describe the changes in both Mrs. Thompson and Teddy after Christmas.

The following questions could be asked:

1)1)What change did Mrs. Thompson make in her teaching?

2)2)What was the remarkable change in Teddy’s study after Mrs. Thompson

had changed her attitude towards him?

3)3)Why would Mrs. Thompson remember that cologne on days when there

was an important test?

Part five: (Para. 15-20):this part presents the five successive notes by Teddy at important stages of his study.

Paragraph 15 to 17 tell the readers about the notes Teddy sent to his teacher on three important occasions

In paragraph 18 to 19 Teddy wrote something different and special in addition to his consistent gratitude to Mrs. Thompson.

The last paragraph does not describe how Teddy’s wedding takes place. However, we can reasonably imagine the whole scene with a beaming Mrs. Thompson sitting in the pew fo r the groom’s mother, with the bracelet around her neck and the special smell of cologne, and witnessing the happiest moment of her favorite student, for whom she had developed a mother-like feeling.

Language points

Lack of:

1) absence or less than enough of

E.g. The building was never finished because of lack of money.

E.g. At a height of 25,000 feet, the lack of oxygen causes dizziness and

headaches.

2) lack v.

E.g. He lacks common sense.

Tell a lie

To deliberately say something that is not true

E.g. whenever she told a lie, she felt guilty afterwards.

Note that in most cases it is a bit too strong to say that someone is a lie. More often than not we say “That’s not true.” Instead of “You are lying.” In the text we can detect a touch of humor in the phrase.

Take delight in

To get great pleasure from (doing something)

I took great delight in watching him making a fool of himself.

Be required to

1)To be demanded to; to have to do something

E.g. All the students are required to attend at least 90% of the lecture.

2)requirement n.

E.g. applicants must fulfill all the requirements described in this brochure before their applications can be considered.

Be in for

To be about to have something unpleasant

E.g. We are in for some trouble if we don’t finish it quickly.

E.g. It is pretty stormy! I think we are in for a rough flight.

Inquisitive

always wanting to find out the details about things and people

E.g. journalists have to be inquisitive, fearless and determined

Take steps

to take action, to do what is necessary

E.g. Managers must take steps to ensure that everyone understands the new regulations

E.g. We have taken steps to prevent such unpleasant thing from taking place again.

Take pains

to make a great effort or take great care

E.g. Mary took great pains with her English lesson and got high marks.

Pains(pl.): great care or effort

E.g. No pains, no gains.

Wonder

1)used to introduce a request

E.g. I wondered whether you would be so kind as to send me an application form

E.g. I wonder if you would help me.

2) think about or ask oneself about something

E.g. he wondered whether he would be able to find the hotel again

E.g. I wonder what she is doing tonight.

Bet

to state confidently(what will happen)

E.g. The builders want to finish the job by Friday. I bet you won’t.

E.g. I bet Tom has a hangover this morning. –you should have seen how much he was drinking last night.

IV.Questions for consideration

What is the most important in teaching and learning process?

V.Main idea of Text 2

This article is taken from Newsweek, December 3, 2001. It is an report about the effect of TV and junk food on children. Parents worry a lot the harmful effect on their children and junk food is another problem area. The author at last points out that to take a positive approach is very important when setting limits on anything to children.

VI.Questions for discussion about Text 2

1)1)Do you think children in China are now watching too much TV?

2)2)Do you like the McDonald’s or Kentucky Fried Chicken? Do you

agree that they sell junk food?

3)3)Do you think that some restrictions on TV and junk food are too

much for children?

Unit 3

Ⅰ.Teaching objectives

Students will be able to:

master the key language points and grammatical structures in the text learn the way of designing a narrative writing

understand the main idea, structure of the text and the author’s writing style

Ⅱ.Topics for discussion

Think of a person you know who suffers misfortunes but still does whatever he/she can to help others. Describe him/her to your classmates.

Do you believe in luck? Please explain with your personal experience.

What is the most important element when facing difficulties?

Ⅲ.An integrated analysis of Text 1

Highlights

The story is basically a piece of narrative writing, in which the account of the latest event is interrupted by a number of flashbacks (some

earlier events and experiences). It begins with the air crash. Then it goes

back to what had happened before. After this the author resumes the

narration of the air crash and subsequent events.

Chronological account (description of the air crash) → flashback(his wife’s intuition and judgment on previous occasions) → flashback(their romance and marriage) → chronological account(the author’s recovery from the air crash) → flashback(his wife’s surgery) → flashback(his wife’s method to make people move on) → chronological account(the author’s concluding comments)

Structural analysis of the text and language points

Paragraphs1-2: The author uses his recent accident –an air crash—as an introduction to the whole story. The first paragraph tells the

readers what happens to the author, while the second paragraph describes

how his wife reacts to the accident. The description of her reaction

naturally leads to the discussion of her good judgment in the following

paragraphs.

Fillmore is a small city in Southern California. Both the city of Fillmore and the City of Los Angels (L.A.) are under the jurisdiction of Los Angels County.

Paragraphs3-4: These two paragraphs are the first flashback in the story which des cribes Anne’s good judgment on previous occasions and

her experiences during the Second World War

Paragraphs5-7: These paragraphs tell us how the author met Anne, fell in love with her and eventually married her. This is the second

flashback. To get an insight into Anne’s character, students should be able

to answer the following question:

1)1)Why did the author feel miffed in his interview with Anne?

2)2)Why did the author have the thought “to heel with her”

Paragraphs8: After two flashbacks, the author turns back to his recovery from the crash with his wife’s meticulous care. Students are

supposed to answer the following question:

Paragraphs9-10: These two paragraphs are also a flashback. The author recalls how his wife handled her crisis: she never gave in and

always tried to help others.

The following questions could be asked:

1) Did Anne’s attitude towards her own disease agree with what she demanded her husband to do?

2) How did Anne offer help to others?

Paragraphs11-13:these three paragraphs are closely related with the previous two, because they present a picture of how Anne saved her

husband, helped rebuild his confidence and kept him moving on in her

own way.

In paragraph 11,Anne’s “good judgment ”is reaffirm ed by her swift reaction to her husband’s stroke(“was home within ten minutes and had me at the hospital within an hour”)

“Tough love” refers to Anne’s belief that you should be a bit tough with your loved ones in order to get them back to normal life as quickly as possible. Needless to say, under this “tough” surface lies profound love, hence the phrase “tough love”. It is a case of oxymoron, which is a rhetorical device in which incongruous or contradictory terms are combined. The following are similar example:

a deafening silence

her cruel kindness

a mournful optimist

Paragraphs14: As is the case with most narrative writings the concluding paragraph provides an end to the event (the air crash).

However, the author goes beyond that offering his general comments on

Anne’s character, thus making the conclusion somewhat philosophical. The word “stroke” in this book means a sudden occurrence of something pleasant, while the latte refers to the blockage or breaking of blood vessels in a human brains. So the use of “stroke” is a play of word for a special effect.

The last two sentences strike home the author’s point. “What sets the survivor apart from the others is the willingness to move on, and to help others move on too”, as is exemplified by the autho r’s wife, Anne.

Ⅳ.Language points:

Collide

To hit each other accidentally

E.g. The two planes collided with each other in midair.

Depressed

1) sad or gloomy

E.g. I need something to occupy my mind. I get depressed if I have nothing to do.

2) depression n.

E.g. Perfectly stable people are often plunged into depression by divorce, unemployment, or failure in their work.

Poignant

1)keen or strong in mental appeal

E.g. It was a poignant moment. They held hands and looked into each other’s eyes for the last time.

E.g. The sight of the elders embracing with tears in their eyes was particularly poignant.

2)Poignantly adv.

E.g. His remarkable life and tragic death poignantly express the hopes and disappointments of a whole generation.

Be wrapped up in

to be totally absorbed in

E.g. he doesn’t have much time for a social life, because he’s too wrapped up in his work.

Console

to give comfort to (someone) in times of sadness

E.g. Susanna did her best to console her daughter by promising to buy her another doll.

E.g. William consoled himself with the thought that at least no one else had been involved in the accident.

Authorize

To give permission for

E.g. Only the Congress can authorize the President to declare war.

Feel guilty

to have a feeling of guilt or shame

E.g. Many working mothers feel guilty about leaving their children at home and going out to work

E.g. When my grandmother died I felt guilty that I had not visited her more while she was alive.

Beneficiary

the receiver of a benefit

E.g. people on high incomes will be the main beneficiaries of these changes in the tax laws

Endure

to bear

E.g. The report describes how political prisoners have to endure

E.g. She had to endure countless attacks on her reputation from popular newspapers.

Inspire

to influence, to give a sudden good idea

E.g. The novel is obviously inspired by her experience of Christianity in her childhood.

Set apart

To make (something or someone) different, to distinguish

E.g. What set the play apart was the way it dealt with the murder scene.

Ⅴ. Questions for consideration

What does “stroke” stand for in this text?

Ⅵ.Topics for discussion about Text 2:

4)4)What did the author ask her children to do to express their gratitude?

5)5)What’s new about the attitude to gratitude?

6)6)What’s your way to express your gratitude?

7)7)How do you think we should appreciate what others have done for us?

Unit 4

Ⅰ.Teaching objectives

Students will be able to:

master the key language points and grammatical structures in the text learn the way of designing a narrative writing

understand the main idea, structure of the text and the author’s writing style

Ⅱ.Topics for discussion

Who is your favorite footballer or pop singer? Why do you admire him/her?

What would you do to meet with challenges or cope with frustrations in your life or work?

Ⅲ.An integrated analysis of Text 1

Highlights

The text is a narration. Narrative writing is usually organized in a chronological

order. In the text the writer recounts a series of happenings, which consist of an introduction, the conflict, the climax and a solution to the conflict. The writer tells of his experiences not to share them with his readers, nor to express his disillusionment. He seems to tell us that one’s success largely lies in the discovery of one’s real potential.

Structural analysis of the text

Basically, the story falls into four parts.

Part 1(Para.1): main idea—to give reasons for his job transfer

function—to provide the setting of the story(introductory

information about whom, when and why)

The first paragraph is the introductory part of the whole text. The author introduces the setting (the when and where of an event), the character(himself) and prepares the ground for conflict.

The expression “fine tradition” here refers to people’s social value. Terry Bradshaw lives in society that worship idols. Successful persons, such as sports champions, pop singers and famous movies stars, receive focal attention of the society. It is common practice to follow their life-styles. People try to imitate them, such as wearing the same brand of jeans, having the same hair style, etc.

In this way they feel they are more or less accepted as successful people, too.

Part 2(Para.2-13): main idea—to recount his frustrating

experiences as a toupee model.

function—to raise the first conflict and its climax Paragraphs2-3 serve as the beginning of the story’s second part which includes three episodes in his frustrating experience as a toupee company’s spokesman. He re the writer tells of his engagement with the toupee company and the company’s marketing strateg y.

Paragraph 4-7: the writer gives an account of the first episode in the second part of the text. This episode is about his suffering when people are making a plastic model of his head.

Paragraph8-9:the writer describes his parents’ action to his modeled head sent to them. So these two paragraphs are closely related to the previous account.

Paragraph 10 is the second episode of the writer’s experience as a toupee model. The making of the film commercial is deemed as damaging to his personal image, which is evidenced by the smile “…looked like road kill stuck to my head”.

Paragraphs 11-13 are about the third episode of the writer’s toupee model experience. It is the climax of the second part of the text. In this episode, the writer undergoes intolerable annoyance and frustration—he has to wear the

wig whenever he appears in public. His frustration is highlighted by yet another simile “…the hairpiece hanging out of my pocket like a squirrel’s tail”.

Part3(Para.14-27):main idea—to describe his problems, his

progress and success in broadcasting

function—to develop the second conflict, build up the climax and reach the solution

Paragraph14 is a transitional paragraph which marks the end of the first conflict (the second part of the text) and the beginning of another conflict (the third part of he text).

Paragraphs15-16: the writer tells how he enters the broadcasting business and begins a new career, so it is the beginning of the third part of the text.

Paragraphs17-22: these paragraphs build up the writer’s second conflict in which the writer describes how he fumbles through his first sports broadcasting and what problems he has. He quickly learns the difference between a football player and a sports broadcaster, which actually suggests that a good player does not necessarily make a good broadcaster(refer to Paragraph17). Then he enumerates many things he does not know (refer to Paragraphs 18 and 19). He even does not know where to see and how to see as a broadcaster(refer to Paragraphs 21 and 22).

Paragraphs23-27: these paragraphs tell us how the writer progress in sports broadcasting. With his hard and enduring effort (“I worked hard. I wanted to be good to please the viewers. And I needed that job.”), the writer gradually gets some experience and masters the knowhow in sports broadcasting (how to entertain his audience).thus the second conflict is resolved, marking the end of the third part of the text.

Part4(Para 28):main idea—to comment on his successful career transition.

function—to elicit the theme of the story (conclusive remark)

The author concludes his story with his own remark that serves as an emphatic assertion of the theme: it is important to know who you are and what you can do to be the best of yourself

Ⅳ.Language points:

Get/ be involved in

To take part in an activity or event, or to be connected with it in some way

E.g. The president was involved in the political scandal.

Potential customer

A person who may become a customer in the future

…while getting your head duplicated…

while an exact copy of your head is being made.

…is high on the list

is near the top of the list. Here it means that “being suffocated by plaster while getting your head duplicat ed for a toupee display” was one of the worst ways to die.

Commercial

an advertisement on television or radio

E.g. McEnroe has been signed up to do a series of coffee commercials.

Tournament

A competition in a sport or game in which each player or team plays several matches,

and the winner is the one who wins the most matches

E.g. Thirty matches were played during the chess tournament, which lasted three weeks.

Cf. championship: a competition to find the best player or team in a particular sport, especially one that involves several stages or games

Shove

to push something quickly or carefully into a space or container

shove something in/into/under…

E.g. He bundled the papers together and shoved them into a drawer.

Fire

to make someone leave his or her job, especially because he or she has done something wrong or something the employer does not approve of

E.g. You couldn’t fire someone for joining a union, but you can if they go on strike. Cf. lay off: to make workers, especially workers in a large factory or organization, leave their jobs, because there is not enough work for them to do, or not enough money to pay their salaries

E.g. Where demand for goods was shrinking, firms would close down or lay off workers.

A bunch of

(an informal American expression) a lot of (people or thing )

E.g. I went to a bunch of stores but none of them sold the kind of coat that I want.

Viewer

Someone who is watching a particular television program

Cf. audience: a group of people who have come to a place to watch a play, a concert, or a film

Cf. spectator: someone who is watching an event or game

Knock out

To hit someone so hard that they fall down and become unconscious

E.g. Jackson hit Brian hard with his left fist and knocked him out instantaneously.

Cf. knock someone out cold(=so that become totally unconscious)

Ⅴ. Questions for consideration

What is your ideal occupation? Why?

Ⅵ.Topics for discussion about Text 2:

8)8)How did the author balance work and family life? If you were him,

what would you do?

9)9)Can you explain precisely what happened at that moment in

Paragraph5?

10)10)What does “the wrong message” in Paragraph 7 refer to?

11)11)How do you interpret the title?

Unit 5

Ⅰ.Teaching objectives

Students will be able to:

master the key language points and grammatical structures in the text learn the way of designing an expository writing

understand the main idea, structure of the text and the author’s writing style

make aware of the significance of friendship

Ⅱ.Topics for discussion

How do you define “friendship”?

What do you expect of friendship? And what are you ready to do for your friends?

What is needed to make friendship grow, blossom and last?

Ⅲ.An integrated analysis of Text 1

Highlights

The author intends to give her insights into friendship and offer some suggestions on making friends in the text. As a piece of expository writing the text uses a number of relev ant examples to clarify the author’s point. The text first supplies a psychological definition, as well as the understanding, of friendship, then gets down to a discussion of friendship within familial ties, the significance of friendship outside kinship ties and offers suggestions on friend-making, friendship between opposite sexes, how to fix a broken friendship.

Structural analysis of the text

Basically, the story falls into six parts.

Part 1(Para.1and 2): The two paragraphs serve as an introduction in which the author raises a common problem—“we often have a hard time knowing what the term(friend) means”.

The phrase “a term of endearment” means an expression of affection, a word that makes people feel warm and beloved. And “transient cultures” means fast changing societies.

According to the author, friends are identified by psychologist as those who accept each other, confide in each other and feel responsible for each other. Friends are those who provide essential companionship, emotional and financial support that people once got from their families.

Part 2(Para.3-4): in this part the author uses her own experiences to tell the readers that friendship can occur in marriage and families, which might be

a surprise to many people.

The word “desperately” express a great extent or degree. Similar words include “terribly”, “awfully”, “extremely”, etc.

Part3(Para.5-8): Paragraphs 5-6 are the first half of the third part. Here the author discusses the importance of friendship outside familial ties.

The sentence “… with a friend we can be the person we want to be” can be interpreted like this: Friends give us support, which proves the worth of what we are doing.

Paragraphs7-8: the author goes on to offer suggestions on friend-making. This is the second half of the third part.

The phrase “a gradual relaxation of vigilance over what partners reveal to each other about themselves” explains the preceding term “a process of sharing”.

According to modern psychology people usually adopt a defensive attitude in the initial stage of befriending. In this stage, an individual has a kind of caution or alertness in his communication with new friends. This kind of emotional and psychological distance is called vigilance. With the development of friendship, they become more familiar with each other, and the alertness is removed bit by bit,

and the distance between them is shortened little by little, hence gradual relaxation.

Part4(Para. 9-11): these three paragraphs are about friendship between opposite sexes. The author marks it clear in paragraph 11 that friendship with someone of the opposite sex can enrich one’s experience(eye-opening experience).

The sentence “what I knew about women I’d learned from my father.” is st ructured in an inverted order. The normal sentence order would be “ I had learned what I knew about women from my father.” The inversion gives emphasis to “what I knew about women”.

Part5(Para.12-13): Here the author shifts to another subtopic—how to fix a broken friendship. With the example of her relation with her sister she shows that problems in friendship can be “straightened out” if you sincerely love your friends

Part six(Para. 14-15): In the last part of the text the author turns back to the subtopic: friend-making. Here the author directs her discussion to her friendship with her grandchildren. This discussion echoes the statement in the third paragraph: “Friendship can occur any place…”

The writer uses a vivid metaphor “battle with cancer” to compare her husband’s struggle with cancer to a battle.

Ⅳ.Language points:

Identify

to find out exactly what something

E.g. After years of research scientists have identified the virus that is responsible for the disease.

E.g. She identified him as her attacker.

Transient/ transitory

lasting for only a short period of time

E.g. His many love affairs had only brought him transient pleasures.

E.g. Only historians fully understand the transient nature of civilization.

Emotional

having strong feelings

E.g. Newspaper reporters were there to record the emotional union between the woman and her children

Unemotional: not showing one’s feelings

Financial

connected with money

E.g. Accountants look after the financial administration of an enterprise.

E.g. The opening years of the 19th century saw financial crisis at home and abroad

Essential

completely necessary for the existence of something

E.g. Before you set off down the ski-slope it is essential to ensure that your skies are securely fastened.

E.g. It’s essential that the oil level is checked every 10,000 km., otherwise the engine may seize up.

Rank as/ among

To regard as having a certain relative position

E.g. Yao Ming ranks among the worl d’s best basketballers.

This result ranks as one of their most successful election performances of the last ten years.

Neglect

to give too little attention or care

E.g. Staff at the hostel were accused of neglecting and abusing children in their care.

Individual

a single person considered separately from the class or group

E.g. The decision to have an abortion should be up to the individual involved. E.g. It’s the responsibility of each individual within the class to make sure they have the correct books.

Caring

loving and sympathetic

E.g. It’s possible for men to be tough and , at the same time, caring and sensitive. Tend to

to be likely to

E.g. My father tends to interfere too much in other people’s business.

E.g. The bank tends to employ only white middle-class men.

Tendency n.

E.g. Divorced people have a tendency to live with new partners rather than marry again.

Instinctual=instinctive

based on instinct rather than on knowledge

E.g. White jazz seemed old and intellectual, whereas black jazz was vital, swing and instinctive.

Survive

to continue to exist

E.g. The government seems hopelessly divided and is unlikely to survive much longer.

Vigilance

alert watchfulness

E.g. looking after young children requires constant vigilance—you never know what they’ll get up to next.

Patronizing

behaving toward other people as if superior or more important, i.e. like a patron E.g. Don’t be so patronizing—I’m not a child any more. I know just as much about it as you do.

Rivalry

competition

E.g. The two women are good friends but there is also element of rivalry in their relationship.

Ⅴ. Questions for consideration

Describe one of your best friends

Ⅵ.Topics for discussion about Text 2:

1)1)What does the writer want to tell us with the example of Tippy?

2)2)Do you agree with the writer that people are interested in themselves?

Why(not)?

3)3)What have you learned from this passage?

Unit 6

Ⅰ.Teaching objectives

Students will be able to:

grasp the key language points and grammatical structures in the text

understand the main idea, structure of the text and the author’s writing style

conduct a series of reading, listening, speaking and writing activities related to the theme

Ⅱ.Topics for discussion

Tell what you know about the 9.11 attack.

Describe a disaster you have experienced or have heard of and how people involved reacted to it.

How do you view some people’s gr eat courage to help others in the presence of disaster?

Ⅲ.An integrated analysis of Text 1

Highlights

The text describes a particular episode in the disaster that occurred on September 11, 2001 in New York in praise of the courage and

compassio n of man. It begins with the common people’s perception about

the WTC. The author also describes the initial reaction of people inside

the WTC when the building was hit, and then a concrete example about

how three people endeavored to save a heavyset man with their joint

efforts. The text ends with the gathering of some of the survivors and the

victims’ wives. It is a most touching scene. And it seems to suggest that

the author has, from what is described above, reached the conclusion

about the ultimate mor al dilemma: “Save yourself, or save author”.

Structural analysis of the text

Part 1(Para.1): In this paragraph two images are used to emphasize the power (steadiness) of the WTC. They are storms and drawstrings.

Storms were nothing compared with the giant building, and even the

swaying of the drawstrings was only an illusion.

Part 2(Para.2-9): Paragraphs 2-5 present a picture of what happened immediately after the hit. Note the author uses the image of the

drawstrings again, instead of an explicit description, to indicate the

terrible force of the strike.

After a few second of initial confusion, people began to try to find their way out. Such attempts are epitomized by the effort of the employees in May Davis.

“burning jet fuel” refers t o the fuel from the airplane. It is reported that the airplane struck into the WTC only a few minutes after it took off with its tanks full of fuel, which are said to have been the cause of the explosion that led to the collapse of the building.

The following question could be asked:

1)1)What is the implication of the parallel sentences “For some … a

matter of …” and “For some … as basic as…”?

2)2)Is there any evidence that showed people’s concern for others?

Part 3(Para.10-30):Paragraphs 10-14 depict the scene of Mayblum’s encounter with the heavyset man on the 53rd floor where Ramos and Hong

offered timely help. Notice that the author uses various words to present

the horrible situation inside the WTC: an extraordinary purgatory

( Paragraph 3 ), pandemonium ( Paragraph 9 ) .

In paragraphs 15-22,students could get an idea how the three persons

( Ramos, Hong and the heavyset man ) managed to get down to the 36th

floor.

The following question could be asked:

How did they manage to get down from the 53rd floor to the 36th floor?

They first got down to the 44th floor in the elevator which, fortunately,

was still working. Then Ramos and Hong helped the man down to the 36th

floor, which took them one hour and five minutes ( “one step at a time ” ).

Paragraphs23-30 are the most moving part of the story. It tells us how, in

the most dangerous moment when the heavyset man was completely

exhausted, Ramos and Hong still insisted on helping him out of the

building, how the fireman ordered Hong to leave, and how Ramos decided

stay behind with the heavyset man.

1. 1.“the collapsing tower next door” refers to the South Tower which

collapsed thirty minutes earlier than the North Tower.

2. 2.“Who are you, screaming at him to get out?”→“Who do you think

yo u are? You have no right to shout at him and order him to get out.”

Part4(Para.31-34):These paragraphs make up the last part of the text which relates the gathering of some of the survivors and victims’

family memory of the dead after the disaster.

The last paragraph is a condensed account of Ramos’s heroic deed. It echoes that sentence with a very moving picture. Notice the word “fade”, which literally means “”to become unclear, suggests that Harry Ramos probably died in his attempt to save the heavy man.

Ⅳ.Language points:

Lash

to hit violently or suddenly

E.g. The waves lashed (against) the rocks.

Scoff

to laugh at

E.g. I came to the meeting to scoff but the speaker persuaded me.

Sway

to move or swing from side to side

E.g. The dancer swayed to the music.

Illusion

something that deceives a person by seeming to be real

E.g. The mirror all round the walls give an illusion of greater space.

Devastating

completely destructive

E.g. The US then launched its most devastating attack of the entire war.

Glance at

to look quickly or briefly at

E.g. I saw them glance at each other as if they knew something I didn’t.

(fig.) In this book he only glances at the difficulties of the new government before passing on to the history of the country.

Purgatory

a place or condition of great suffering

E.g. Angela has a very thin sharp voice; it’s purgatory to have to listen to her sing.

Dilemma

a situation in which one has to make a difficult choice

E.g. This is the industrialist’s dilemma: invest, and risk going bankrupt, or not invest and risk losing your share of the market.

Reassuring

make someone feel less worried or frightened

E.g. It’s reassuring to know that the children are being looked after.

Reassuringly adv.

E.g. Seeing Judith’s worried face, Betty smiled reassuringly.

Panic

to be suddenly frightened by something

E.g. When the plane gets into difficulty in the sky, it is essential that the pilot should not panic.

Panic-stricken a.

E.g. A few seconds after the explosion the street was full of panic-stricken people, fleeing in all directions.

Collapse

(break into pieces and ) to fall down or in suddenly

E.g. The bridge collapsed under the weight of the train.

E.g. There was a loud explosion and the whole apartment block simply collapsed.

Meet up (with)

to come across

E.g. Harry decided to call in at the bar to meet up with his pals, and have a few beers.

E.g. After six weeks apart the two travelers met up again in North Africa

Ⅴ. Questions for consideration

What do you gain from the text?

Ⅵ.Topics for discussion about Text 2:

12)12)What was special about the World Trade Centre in New York?

13)13)What makes Americans feel uneasy about extremely tall buildings?

14)14)What do some experts think of skyscrapers now? what’s your idea

about skyscrapers?

Unit 7

Ⅰ.Teaching objectives

Students will be able to:

grasp the key language points and grammatical structures in the text

understand the main idea, struct ure of the text and the author’s writing style

conduct a series of reading, listening, speaking and writing activities related to the theme

consider the solution of the aging problem in our society

Ⅱ.Topics for discussion

What, in your opinion, are the advantages and disadvantages of growing older?

What do you think are the virtues of being young?

How should the whole society take care of the old people?

Describe some of the occasions that people show their concern to the old.

Ⅲ.An integrated analysis of Text 1

Highlights

Problems connected with aging are quite a common phenomenon of our society.

According to the development of ideas, the text can be divided into three parts. At the very beginning the writer airs her own view about the problem of growing older. By giving some examples the writer illustrates a number of distinct advantages of growing older. Then the writer winds up her discussion with a reference to her parents’ contentmen t in the last paragraph.

Structural analysis of the text

Part 1(Para.1-2): the two paragraphs make up the first part of the text.

“… gladly sign with the devil just to be young again”(paragraph 2),literally the phrase “sign with the devil” means“to sign a contract with the devil, so that the devil would help you become young again”. In the text the phrase is metaphorically used to mean “ready to do anything, even to work for the devil just to be young again”.

The following questions could be asked:

1) Why do people want to hide their gray hair and delay the effect of aging?

2) Does the writer deny the virtues of being young?

Part 2(Para.3-5): the writer, in paragraph three, offers the first advantages of growing older – not being obse ssed with one’s appearance.

It can be noticed that the technique of contrast is used to project the

difference between adolescents and people in their forties:

“when my brother Dave and I were teens…”

“when Dave and I were young…”

“now, however, Dave and I are beyond such adolescent agonies.”

“Now my clothes are attractive yet easy to wear.”

“we no longer feel anxious…”

These contrasts are focused on two aspects: the shape of their bodies and

clothes. With her own experience, the writer drives home her point that

adolescents “feel anxious about what others will think”, while older people

are happy “as long as we feel good about how we look”.

The second advantage is discussed in paragraph 4—people in their forties

are less uncertain than adolescents. The last sentence pinpoints the writer’s

view: what truly worries the young people is not the problem of age, but

the unknowns in the future.

Paragraph 5 presents the third and the greatest benefit of growing older:

the knowledge about yourself (the self-identity). It is implied that lack of

this knowledge can bring about a kind of adolescent insanity (in contrast

with the sanity of forty-year-olds) expressed in parallel structures “It

means…”, “Being young means…”

Part 3(Para.6):after sharing her own experience in contrast to adolescents’ problems with the readers, in this paragraph the writer turns

the issue to the similar to the one mentioned in the first paragraph: the

validity of American values on the aging problem. The writer cites her

parents’ ex ample to back her view, thus echoing the theme—distinct

advantages of growing older makes a better phrase of life.

Ⅳ.Language points:

Aging

the process of growing old

E.g. Our society is full of attitudes towards aging and old people.

Dread

to feel great fear or anxiety about

E.g. I’ve got an interview with the bank manager tomorrow –I’m dreading it.

E.g. He always dreaded asking them for their rent because he knew it would end in an argument.

Distinct

noticeable; unmistakable

E.g. There is a distinct possibility that she’ll be appointed manager of the company.

(be) obsessed with

to have an unreasonably strong and continuous interest in particular things or persons E.g. She became obsessed in her old age with what to do with her immense wealth.

Be satisfied with

feeling pleased because you have what you want or because things have happened in the way that you hoped

E.g. 80% of the respondents said they were “fairly satisfied” or “ very satisfied” with the government.

Satisfy v.

E.g. A compromise was eventually reached between the factory and the water company, yet even this failed to satisfy environmentalists.

Plead

To beg

E.g. the wife of one of the hostages appeared on TV last night to plead for her hus band’s life.

Tolerate

To suffer without complaining

E.g. For years we’ve had this article is beyond my capability.

Agony

extreme mental or physical pain or suffering

E.g. He lay in agony until the doctor arrived.

Deny oneself

not to allow oneself to have something that one normally has

E.g. He denied himself all small pleasures and luxuries in his effort to live a holy life.

Preferable

more desirable or suitable

E.g. For young offenders, probation is usually preferable to prison as a form of

新世纪大学英语4课后答案

Text A compelled 迫使destruction 破坏eternal 永恒的output 产量retreat 撤退threaten 威胁transfer 转移Text B bare 赤裸consumed 耗尽have emerged 出现hollow 空心mass 大量miracle 奇迹pile 一堆scrape擦spark 火星thereby 由此tipped 顶端trigger 触发 1. If you had had a spark of consideration for your family ,you wouldn't have taken so many stupid risks. 如果你有为你的家人多一点考虑，你就不会有那么多愚蠢的风险。 2. Due to the lack of labor force, even women in this village were compelled to work in the coal mines. 由于缺乏劳动力这个村的妇女甚至被迫在煤矿工作。 3. We went through lovely countryside with great mountains, some of them beautiful and green and wooded, while others bare and wild. 我们穿过了美丽的农村巨大的群山，其中一些美丽的绿色和繁茂的，而其他人赤裸的和野生。 4. The cleaner took off his coat and began to scrape the ashes from the furnace with his bare hands. 清洁脱掉外套，开始擦去炉上的灰烬随着他的赤裸的双手。 5. People in that area are already threatened with environmental destruction since 60% of the forest there has been destroyed. 人们已经感受到环境破坏方面的威胁，因为有60％的森林已被破坏 6. The auto company has seen a huge increase in the output of private can this year due to the improved working efficiency. 汽车公司已经看到了今年由于提高了工作效率，私人产量大幅增加。 7. Under the severe attack from enemy aircraft, the troops were forced to retreat from front. 在敌机的严厉打击下，前面的部队被迫撤退。 8. When I came up to a giraffe lying on the grasses, I found that it had been killed with a spear tipped with poison. 当我来到一个长颈鹿躺在草，我发现它已经被带毒尖矛杀死。 9. He stayed eight days in an open boat with no food, and he was still alive; his survival was a(n) miracle. 他在无遮档的小船上呆了八天,又无食物,还活下来了,这真是个奇迹。 10. Survival of the Fittest is an eternal truth of nature. 适者生存是一个自然界的永恒的真理。 11. His hear sank when he saw the fresh pile of mails, memos and telephone messages on his desk. 他听到沉没时，他看到邮件的新的一堆，在他的书桌上的备忘录和电话留言。 12. The military government refused to transfer power to a democratically elected civilian government. 军事政府拒绝将权力移交给一个民选的文官政府. 13. In that area nearly six million people are affected by the drought and the civil war, and there is a real danger of mass starvation. 在那个地区近六百万人受到干旱和内战的影响，并有大规模饥荒的一个真正的危险。 14. Postal service personnel who are severely irresponsible purposely delay sending mail, thereby giving rise to great loss of public trust. 谁是严重不负责任的邮政服务人员故意延迟发送邮件，致使公共信任的巨大损失。 15. With the increase in the number of foreign funded enterprises, various kinds of financial disputes have emerged. 随着外资企业的增加，各类经济纠纷的出现。 16. The earthquake may trigger landslides that cause great damage and loss of life. 地震可能引发的山体滑坡造 成巨大的破坏和生命损失。 17. Deforesting and global warming threaten to ruin the current and future state of our environment. 毁林和全球变暖的威胁破坏我们的环境的当前和未来的态。 18. It was reported that almost 7 million liters consumed during the 16-day beer festival in Germany that year. 据报道，每年大约7000000 公升的啤酒节的16 天在德国消耗。 19. On a bitterly cold night, the only shelter he could find was the hollow trunk of a great tree. 在一个寒冷的夜晚，他能找到的唯一的栖身之处是空心的大树的树干。

新世纪大学英语系列教程第版综合教程答案

Unit Two Optimism and Positive Thinking Enhance Your Language Awareness Words in Action ■ Working with Words and Expressions 1. In the box below are some of the words you have learned in this unit. Complete the following sentences with them. Change the form where necessary. ■ Answers: positive startled perspective harden shape address crises curse incredible 10) conversely 11) issue 12) response 13) prior 14) rare 15) accomplish 2. In the box below are some of the expressions you have learned in this unit. Do you understand their meanings? Do you know how to use them in the proper context? Now check for yourself by doing the blank-filling exercise. Change the form where necessary. ■ Answers: get the hang of have lived through makes a difference have no idea concerned with slipped over ran into in reverse mull over ■ I ncreasing Your Word Power 1. D ecide whether “do ”, “make ”or “take ”is needed to complete each of the following sentences. Change the verb form where necessary. ■ A nswers: does make take do make Take done taken making ))))))))) ))))))))) ))))))))) 10) took

新世纪综合教程第二版Unit新整理答案

K e y s U n i t Vocabulary I. event 2. refill their hearts and minds with their cultural traditions 6. The reason he resigned is still unknown. 7. I remember the morning he first came to school. 8. I 'll never forget the day we first met. III. more formal f less formal: 2, 3, 1; 4, 6, 5. IV. 1. When Mrs. Brown arrived home, she found that her flat had been robbed and all her silver had been taken. Enquires were made by the police to find out possible clues. The burglar hasn 't been caught yet but he is expected to be arrested before long. 3. the American beliefs, values and loyalties 4. true demonstration of what happened 5. brief experience or idea 6. live in the way of II. 1. took pride in 2. was immersed in with 4. h ad … been exposed to 5. in his mind of 7. convey … to III. 1. fluency obtainable 5. personification promptly 8. turned 2. enrollment 3. resonating …to 3. ' s eye 4. 6. enlightenment 7. globalization 8. IV. C, B, A, C, C, D, D, C V. 1. education instruction, accessible 3. tale, story 5. begin, start, commence 7. comfort, relaxation, ease VI. 1. literature 5. quickly Grammar I. 1. why 5. where illumination 2. 6. a glimpse available, attainable, 2. joined 6. has 2. where 6. where 4. harmless, auspicious 6. tackle, face, handle 8. immigrate 3. motionless 4. more than 3. when 7. why 4. where 8. when II. 1. Sam knows where we are meeting. 2. / 3. Four o ' clock in the afternoon is the time he always reads. /Four in the afternoon is when he always reads. 4. /

新世纪大学英语综合教程1课后答案(全)

2. (1) obtain (2) confident (3) communicate (4) advantage (5) relevant (6) helpful (7) extreme (8) enjoyable (9) means (10) process (11) particularly (12) characters (13) astonished (14) apparently 3. (1) fond of (2) is…related to (3) according to (4) To a certain degree (5) vice versa (6) no doubt (7) rid… of (8) cleare d up (9) or else (10) at all costs (11) sure enough (12) let alone (13) similar to (14) It’s no use (15) in my opinion (16) was worth (II)Increasing Your Word Power 1. (1) c (2) d (3) b (4) b (5) b (6) d 2. (1) highly/very (2) quite/very (3) quite/very/increasingly (4) quite/simply/very 3. 4.No Mistake especial→ especially

necessarily → necessary frequent → frequently No Mistake ea sily → easy No Mistake i ndividually → individual m uch → many h igh → highly a pparently → apparent r emarkably → remarkable p robable → probably No Mistake (III)Grammar Task 1: (1)would/should (2) should/would (3) might (4) would (5) must (6) can’t (7) should would (8) must Task 2: (1)We passed the afternoon very pleasantly, roller-skating in the sun and talking about our childhood under a tree. / The afternoon passed very pleasantly, while we roller-skated in the sun and talked about our childhood under a tree. (2)On entering the lecture hall, I was surprised at the size of the crowd. / When I entered the lecture hall, I was surprised at the size of the crowd. (3)When I was only a small boy, my father took me to Beijing and we had a lot of fun together. (4)To write well, a person must read good books. (IV)Cloze (1) doubt (2) efficient (3) where (4) advantage (5) afford (6) claim (7) fluently (8) qualified (9) extent (10) ridiculous (11) perfect (12) as (13) because (14) individual (V)Translation 1. Translate the sentences (1) The baby can’t even crawl yet, let alone walk. (2) Will claimed he was dining with a group of friends at the time of the murder, but in my opinion he told a lie. (3) To a certain extent the speed of reading is closely related to reading skills; and with reading skills you can cope with outside class reading better. (4) According to the regulation/rule, they both can play the game/participate in the game.

新世纪大学英语系列教程第2版综合教程 课后题答案

新世纪大学英语系列教程第2版课后题答案-综合教程 新世纪大学英语系列教程第2版综合教程课后题答案 Unit One Living in Harmony Enhance Your Language Awareness Words in Action ▆ Working with Words and Expressions

1.In the boxes below are some of the words you have learned in this unit. Complete the following sentences with them. Change the form where necessary. ▆ Answers: bunch 1)amazed 2)shift 3)bundle 4)drop 5)capacity 6)participating 7)style 8)commerce 9)rob 10)symbol 11)appreciated 12)displayed 13)slip 14)conquer 15)roast 16)figured 17) 2.In the box below are some of the expressions you have learned in this unit. Do you understand their meanings? Do you know how to use them in the proper context? Now check for yourself by doing the blank-filling exercise. Change the form where necessary. ▆ Answers:

新世纪大学英语综合教程1翻译答案(全)

(1)这个婴儿还不会爬(crawl)，更不要说走了。(let alone) The baby can’t even crawl yet, let alone walk! (2)威尔声称谋杀案发生时他正在与一群朋友吃饭,但是我认为他在说谎。(claim, in one’s opinion） Will claimed he was dining with a group of friends at the time of the murder, but in my opinion he told a lie. (3)一定程度上阅读速度与阅读技巧密切相关；有了阅读技巧，你就可以更好地应对课外阅读了。(to a certain extent, relate …to …, cope with） To a certain extent the speed of reading is closely related to reading skills; and with reading skills you can cope with outside class reading better. (4)根据规则他俩都可以参加比赛。(according to） According to the regulation/rule, they both can play the game/participate in the game. (5)有些人想当然地认为日语(Japanese)中的每一个词在汉语中都有对应的词语。(assume, equivalent) Some people assume that there is a Chinese equivalent for every Japanese word. (6)我们已将所有的相关信息告知了警方。(relevant) We have passed all relevant information on to the police. (7)关于那件事你问我再多的问题也没用，因为我是不会回答你的。(it’s no use) There is no use asking me any more questions about that matter because I won't answer. (8)事先没有仔细阅读合同(contract)就签了名是吉姆的错误。(on one’s part) It was a mistake on Jim's part to sign the contract without reading it carefully. (9)他们拒绝向我们提供所需要的全部信息。(provide …with) They refused to provide us with all the information we need. (10) 这起事故与三年前发生的一起事故极为相似。(similar to) This accident is very similar to the one that happened three years ago. (11)这部影片是根据莎士比亚的戏剧改编的。(base on) The film is based on a play by Shakespeare (12)如果你的英语和电脑技能都掌握得好，那么你在谋职时就一定比别人更有优势。(have an advantage over) If you have a good command of English and computer skills, you will surely have an advantage over others in finding a job.

新世纪英语综合教程答案

The Answers to Unit 1 Enhance Your Language Awareness (I) Working with Words and Expressions 2. (1) obtain (2) confident (3) communicate (4) advantage (5) relevant (6) helpful (7) extreme (8) enjoyable (9) means (10) process (11) particularly (12) characters (13) astonished (14) apparently 3. (1) fond of (2) is...related to (3) according to (4) To a certain degree (5) vice versa (6) no doubt (7) rid... of (8) cleared up (9) or else (10) at all costs (11) sure enough (12) let alone (13) similar to (14) It's no use (15) in my opinion (16) was worth (II) Increasing Your Word Power 1. (1) c (2) d (3) b (4) b (5) b (6) d 2. (1) highly/very (2) quite/very (3) quite/very/increasingly (4) quite/simply/very 3. Adverbs Adjectives efficiently efficient particularly particular fluently fluent quickly quick cheaply cheap continually continual probably probable adventurously adventurous finally final steadily steady slowly slow solemnly solemn really real apparently apparent tentatively tentative exactly exact 4. No Mistake especial→ especially necessarily → necessary frequent → frequently No Mistake easily → easy No Mistake individually → individual much → many high → highly apparently → apparent remarkably → remarkable probable → probably No Mistake (III) Grammar Task 1: (1) would/should (2) should/would (3) might (4) would (5) must (6) can't (7) should would (8) must Task 2: (1) We passed the afternoon very pleasantly, roller-skating in the sun and talking about our childhood under a tree. / The afternoon passed very pleasantly, while we roller-skated in the sun and talked about our childhood under a tree. (2) On entering the lecture hall, I was surprised at the size of the crowd. / When I entered the lecture hall, I was surprised at the size of the crowd. (3) When I was only a small boy, my father took me to Beijing and we had a lot of fun together. (4) To write well, a person must read good books. (IV) Cloze

全新版大学英语综合教程教案

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1)What I didn’t count on was that over time I would sincerely take pride in being a social worker.(我不曾想到，随着时间的流逝，我果真以身为社工而感到自豪） 2)Shooting a quick look at the clock on the wall, Grandma let out a cry, “Oh, My dear /My goodness/My gracious, we’re going to miss the train!”(奶奶迅速瞥了一眼墙上的时钟，发出一声惊呼;天哪，我们要赶不上火车了！) 3)At the kindergarten entrance, I always see some kids/children holding firmly on to their parents. Should young parents be sterner towards their kids/children and leave immediately under these circumstances?(我总在幼儿园门口看到一些孩子抓住父母不让走。请问；在这种情况下，年轻的父母是得对孩子严厉些，赶紧离开？） 4)In the dim street light stood a weeping little girl/ a girl weeping. （昏暗的路灯下站着一个哭泣 的小女孩。） 5)When making donations, rich people should be as considerate as possible in order not to put the recipient in an embarrassing situation. 6)Since last month, my work has been revolving around the routine office duties, so now I am counting the days until the National Day comes, when my friends and I are going hiking in the countryside. 1)In either friendship or love / In both friendship and love, you should never expect to take / receive the maximum while you give the minimum. （无论是友情还是爱情，你都不可能期待自己付出最少而得到最多。） 2)I built all my hopes on his promise(s), only to find that he was not a man of sincerity at all. （我 把全部希望寄托在他的承诺上，结果却发现他根本不是个真诚的人） 3)We took Mother to all the best hospitals we could find, but all our efforts were in vain; she failed to survive the disease. （我们带父母亲去了所有我们能找到的最好的医院，但是一切都是徒劳的，母亲还是没能熬过那次疾病) 4)Valentine’s Day is an annual holiday celebrated on February 14, a perfect dayto express love to the object of your / one’s affection. 5)In the information era, communications with far-away friends via e-mail can be almost / virtually simultaneous. 6)Love needs to be nurtured, and the “eternal / everlasting love”that we all dream to have is not forged until we learn to appreciate and tolerate the other. 1)The gasoline price is now at an all-time high, which has brought about wide public concern. (当下汽油价格达到历史新高，这引发了公众的广泛关注） 2)He found that fish and rice feature the Japanese diet, and he then proceeded to write a report on Japanese cooking culture. （他发现鱼和米方是日本人的饮食特色，随即开始就日本饮食文化撰写一份报道） 3)The spectators expected me to come in first but they were in for a shock. With a tumble, my chances for a gold medal in figure skating evaporated. （观众们以为我会轻而昐举名列第一名，哪知我使他们大吃一惊。因为跌倒，我获得花样滑冰金牌的希望就化为了泡影） 4)He was a beggar but he didn’t look the part at all, because he was clean-shaven, wearing glasses and a brand-new suit.

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全新版大学英语综合教程 第二版课后练习答案 This manuscript was revised on November 28, 2020

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